EEX 6759 Transition Planning & Interdisciplinary Teaming for Students with Disabilities Lecture Notes June 18th, 2011
Vocational Rehab Agency-
federally funded.
Under Rehab Act.
Anyone with a documented disability.
Mental health assessment
Asperger’s & PDD NOS
NOT Autism
Agency for Person’s with Disabilities: APD Autism Spectrum
VOCATIONAL OPTIONS: I. Day Programs or Activity Center
In the U.S. today, approximately 5000 adult activity/day programs serve people with mental, physical, and emotional disabilities (Braddock, Rizzolo, & Hemp, 2004)
Studies have repeatedly shown that people who are placed into these centers do not leave them and never graduate to workshops or into competitive employment
II. Traditional Day Program or Adult Activity Center (Services)
Adults with severe disabilities
They learn skills in a facility setting
Theories of independent skills are taught (w/some hands-on practice)
Aimed at fixing someone’s disability
III. Traditional Day Programs or Adult Activity Center (Reality)
Generalizations across settings can be difficult for individuals w/disabilities to make
Funding drawbacks/issues
Most agree that these programs should be shut down or phased out & funding transferred to providing support to people in more productive & dignified community pursuits
IV. Sheltered Workshops
Segregated vocational & non-vocational programs
Employment component
Activity Centers/Classes (Daily Living)
Day Treatment Center (Working w/counselors)
Generally differ in mission, services provided, & funding
Positives:
Gives individuals w/more severe disabilities a place to go
Socialization purposes
May teach greater overall Life Responsibilities
Negatives:
Fails to provide meaningful employment outcomes
Low earnings – remain system dependent
Isolates individuals from public sector
Allows little to no advancement
Little to no future positive impact on individual (Wehman, 2006)
Sheltered Workshops (SW)- they pay to go to facility and PAY to work
V. Supported Employment (SE)- earned 30%- 40% more than folks in SW. A rehabilitation method that has created over 150,000 jobs for people with cognitive, physical, and psychiatric disabilities. The critical elements of SE are performance of meaningful work for pay, working in integrated community-based settings, and the use of ongoing supports tailored to the needs of the worker and the business - (Federal Register, 1987)
Tenants of Supported Employment:
Assessment of individual’s preferences
Assessment of individual’s skills
Community Business Needs
Establishing employers willingness to work w/ the SE program/individual
Placement of SE individual
Learning on-the-job skills (w/job coach)
Creating Natural Supports
Maintaining follow-up services
Fade supports to Independence of the individual
VI. Competitive Employment
Community-based employment (traditional settings)
Assistance from others to help find and maintain employment (usually not as intensive as Supported Employment)
Teachers, V.R. Counselors, Employment Specialists may assist
JOB FINDING:
Also known as “Job Development”
The process of assisting others in locating/finding jobs
Individuals helping to find jobs are usually called,“Employment Specialists” (w/variations)
Individuals who help others learn on-the-job skills/tasks &/or how to navigate the work environment are generally referred to as a “Job Coach”
JOB FINDING PROCESS: 8 STEPS
1.Target Candidates w/Range of Skills and Support Needs
Target more than one potential candidate
Target higher and lower functioning individuals
Target individuals who can perform one job’s specific duties
Target individuals who can share one job’s overall duties
2.Develop an Ideal Job Match Vision to Guide Job Development
Use “Person-Centered Career Planning” (Callahan & Garner, 1997)
(P.A.T.H., MAPS)
Include all who work closely w/individual (parents, siblings, friends, staff, etc.)
Use Career-life Planning to help construct a lifestyle envisioned by individual
Present a written Proposal – gives businesses time to react, reflect, and decide
Present positive info. on individual(s) selected, desired hours & wages, timelines of potential face to face mtg. & start potential
If accepted by potential employer, set up a face to face mtg./interview between them and individual candidate
Below Notes from 6.11.11 TRANSITION & EARLY EDUCATION; TRANSITION & SCHOOL-AGED STUDENTS; SCHOOL TO WORK; COLLEGE-BOUND STUDENTS IDEA- Part C (pro-active stance)
Program for Infants and Toddlers – ages birth to 36 months
Each State – designated “lead” Agency (Florida - Early Steps/Children’s Medical Services
In place to address developmental delays – proactive stance
IDEA- PART B (all ages)
36 months to 22 years – children and youth special (Florida – usually, this begins with a DD label)
All educational services (per IDEA) for students 2 – 22 years of age
Pre-K in Florida – 3 to 5 or 6 years of age (dismiss by the age of 6)
Issues related to C to B transition include: diagnostics, treatment determinations, eligible determinations
*main difference is WHERE svcs are provided *IEP’s only cover up to high school, beyond that, students are covered by ADA. *Diagnosis= medical *School-based eligibility= school-based on criterion
Writing a sound IEP Objective: Be Careful with the ff: ‘bad attitude’ ‘lazy’ ‘disrespectful’ ‘unorganized’ ‘aggressive’ ‘sexual’ LITMUS TEST- I HAVE TO SEE IT WITH MY EYES
Notes from GUEST SPEAKER: Michelle Patterson 1. Sunshine State Standards 2. Pacing Guides 3. Access Points- SSS modified (to work on alternative FCAT) to access gen. ed. Broken down in 3 levels) 4. Building a Schedule 5. Incorporating IEP Goals 6. Assessments
Role of Paraprofessionals: Who are your assistants? Ask Questions!
Below Notes are from 6/4/11:
Transition Assessments: Should Address Three Areas 1. Employment 2. Education/Training 3. Independent
Goals of Transition Assessment: 1. Make informed choices 2. Take charge of the transition process 3. Understand Skills Specifically Needed for post school environments
Types of Transition Assessments: use both
Formal- to learn a wide variety of skill levels in various areas (ie. vocational) Examples: 1. Learning styles inventories 2. Academic achievement tests (Woodcock Johnson) 3. Adaptive behavior scales (Vineland) 4. Aptitude tests (Differential Aptitude)
Informal-
observe student in various academic and work experiences
EEX 6759 Transition Planning & Interdisciplinary Teaming for Students with Disabilities Lecture Notes
June 18th, 2011
Vocational Rehab Agency-
- federally funded.
- Under Rehab Act.
- Anyone with a documented disability.
- Mental health assessment
- Asperger’s & PDD NOS
- NOT Autism
Agency for Person’s with Disabilities: APDAutism Spectrum
VOCATIONAL OPTIONS:
I. Day Programs or Activity Center
- In the U.S. today, approximately 5000 adult activity/day programs serve people with mental, physical, and emotional disabilities (Braddock, Rizzolo, & Hemp, 2004)
- Studies have repeatedly shown that people who are placed into these centers do not leave them and never graduate to workshops or into competitive employment
II. Traditional Day Program or Adult Activity Center (Services)- Adults with severe disabilities
- They learn skills in a facility setting
- Theories of independent skills are taught (w/some hands-on practice)
- Aimed at fixing someone’s disability
III. Traditional Day Programs or Adult Activity Center (Reality)IV. Sheltered Workshops
- Segregated vocational & non-vocational programs
- Employment component
- Activity Centers/Classes (Daily Living)
- Day Treatment Center (Working w/counselors)
- Generally differ in mission, services provided, & funding
Positives:- Gives individuals w/more severe disabilities a place to go
- Socialization purposes
- May teach greater overall Life Responsibilities
Negatives:Sheltered Workshops (SW)- they pay to go to facility and PAY to work
V. Supported Employment (SE)- earned 30%- 40% more than folks in SW.
A rehabilitation method that has created over 150,000 jobs for people with cognitive, physical, and psychiatric disabilities. The critical elements of SE are performance of meaningful work for pay, working in integrated community-based settings, and the use of ongoing supports tailored to the needs of the worker and the business
- (Federal Register, 1987)
Tenants of Supported Employment:
- Assessment of individual’s preferences
- Assessment of individual’s skills
- Community Business Needs
- Establishing employers willingness to work w/ the SE program/individual
- Placement of SE individual
- Learning on-the-job skills (w/job coach)
- Creating Natural Supports
- Maintaining follow-up services
- Fade supports to Independence of the individual
VI. Competitive EmploymentJOB FINDING:
JOB FINDING PROCESS: 8 STEPS
1.Target Candidates w/Range of Skills and Support Needs
2.Develop an Ideal Job Match Vision to Guide Job Development
- Use “Person-Centered Career Planning” (Callahan & Garner, 1997)
(P.A.T.H., MAPS)- Include all who work closely w/individual (parents, siblings, friends, staff, etc.)
- Use Career-life Planning to help construct a lifestyle envisioned by individual
Person-Centered Career Planning3.Target Businesses that Might Match Hypotheses
4.Use Referrals to Access More Receptive Employers
5.Meet w/Employer to Learn Their Need & Gauge Their Interest
6.Observe & Interview Operations Staff to Identify Duties
- Meet w/Key Staff in Each Area of Interest
- Help Staff to Breakdown Job Tasks (Task Analysis) if necessary
- Document Important Interview Information for Later Reflection &/or Possible Candidate Job Matching Purposes
7.Match Duties to Candidates8. Develop & Present Hiring Proposal - (Nietupski & Nietupski, 2001)
Below Notes from 6.11.11
TRANSITION & EARLY EDUCATION; TRANSITION & SCHOOL-AGED STUDENTS; SCHOOL TO WORK; COLLEGE-BOUND STUDENTS
IDEA- Part C (pro-active stance)
IDEA- PART B (all ages)
*main difference is WHERE svcs are provided
*IEP’s only cover up to high school, beyond that, students are covered by ADA.
*Diagnosis= medical
*School-based eligibility= school-based on criterion
Writing a sound IEP Objective:
Be Careful with the ff:
‘bad attitude’
‘lazy’
‘disrespectful’
‘unorganized’
‘aggressive’
‘sexual’
LITMUS TEST- I HAVE TO SEE IT WITH MY EYES
Notes from GUEST SPEAKER: Michelle Patterson
1. Sunshine State Standards
2. Pacing Guides
3. Access Points- SSS modified (to work on alternative FCAT) to access gen. ed. Broken down in 3 levels)
4. Building a Schedule
5. Incorporating IEP Goals
6. Assessments
Role of Paraprofessionals:
Who are your assistants? Ask Questions!
Below Notes are from 6/4/11:
Transition Assessments: Should Address Three Areas
1. Employment
2. Education/Training
3. Independent
Goals of Transition Assessment:
1. Make informed choices
2. Take charge of the transition process
3. Understand Skills Specifically Needed for post school environments
Types of Transition Assessments: use both
Formal- to learn a wide variety of skill levels in various areas (ie. vocational)
Examples:
1. Learning styles inventories
2. Academic achievement tests (Woodcock Johnson)
3. Adaptive behavior scales (Vineland)
4. Aptitude tests (Differential Aptitude)
Informal-
- observe student in various academic and work experiences
- likes/dislikes
- setting up experiences to try something new
Examples:1. Observation
2. Interviews/Questionnaire
3. Environ. Analysis
4. Curriculum based assessments
Examples of Assessment:
TTAP Assessment (lower)
TPI Assessment (higher functioning)